Tentative Timeline

Learning Targets
(Standards) / Instructional Focus / Suggested Resources/Activities
Reading Literature
(RL) / RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text
RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations / * I can explain what a text says using specific details from the text

* I can use literary terms to describe parts of a drama.
* I can describe the differences in structure of drama.
* I can compare and contrast different narrators’ points of view / Possible Novel Selections:
Alice’s Adventures in Wonderland
Bud, Not Buddy
See below link for performance tasks for these books (Pg. 70)
(See protected reading list for 4th grade)
Resources and Activities

(4th grade Module 3a - See lessons and recommended texts)
* Point of View (rewrite part of a story from a different character’s point of view)
* poetry (Slideshare)

Reading Literary Text Activities

Learning Targets (Standards) / Instructional Focus / Suggested Resources/Activities
Reading Informational (RI) / RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4: Determine the meaning of general academic and domain specific
words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.8: Explain how an author uses reasons and evidence to support particular points in text.
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. / * I can use details and examples to explain explicit information and inferences in informational text.
* I can explain what a text says using specific details from the text.
* I can make inferences using specific details from the text.
* I can determine the main idea using specific details from the text.
* I can explain the main points in a historical, scientific, or technical text, using specific details in the text.
* I can explain the main points in a historical, scientific, or technical text, using specific details in the text.
* I can determine the meaning of academic words or phrases in an informational text
* I can determine the meaning of content words or phrases in an informational text.
* I can describe the organizational structure in informational text (chronology).
* I can compare and contrast a firsthand and secondhand account of the same event or topic.
* I can explain how an author uses reasons and evidence to support particular points in a text.
* I can accurately synthesize information from two texts on the same topic / Possible Nonfiction Selections:
We are the Ship: The Story of Negro League Baseball
Telescopes
See below link for performance tasks for these texts Pg. 70

Time for Kids
Scholastic News
Resources and Activities

(4th grade module 3a – See lessons and recommended texts)

Grade 4 nonfiction selections

* Primary and secondary source examples

* Brainpop - research
Learning Targets
(Standards) / Instructional Focus / Suggested Resources/Activities
Speaking & Listening (SL) / SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. / * I can effectively engage in discussions with diverse partners about fourth-grade topics and texts.
a. I can prepare myself to participate in discussions.
a. I can draw on information to explore ideas in the discussion.
b. I can follow our class norms when I participate in a conversation.
c. I can ask questions that are on the topic being discussed.
c. I can answer questions about the topic being discussed.
c. I can connect my questions and responses to what others say.
d. After a discussion, I can explain what I understand about the topic being discussed. / *Literature Circles Discussion
*Collaborative writing project presentations
*Think, Pair, Share
*Ladder of Feedback (suggestions, concerns, value, clarify)
*Peer editing
*Share Opinion Essays from EngageNY Module 3a culminating project
Learning Targets
(Standards) / Instructional Focus / Suggested Resources/Activities
Writing (W) / W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.apply grade 4 reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]
b. apply grade 4 reading standards to informational texts (e.g., “explain how an author uses reasons and evidence to support particular points in a text”)
W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / * I can write an opinion piece that supports a point of view with reasons and information
a. I can introduce the topic of my opinion piece.
b. I can create an organizational structure in which I group together related ideas.
c. I can identify reasons that support my opinion
d. I can use linking words to connect my opinion and reasons
e. can construct a concluding statement or section for my opinion piece
* I can produce writing that is appropriate to task, purpose, and audience
* I can conduct a research project to become knowledgeable about a topic
* I can recall information that is important to a topic.
* I can document what I learn about a topic by taking notes
I can sort my notes into categories
* I can provide a list of sources I used to gather information
* I can choose evidence from informational texts to support analysis, reflection, and research.
* I can write for a variety of reasons / *4-square writing model
*Close read of non-fiction and assessment tasks
*POW + TIDE powerpoint
* Performance tasks to accompany exemplar texts (See reading informational resources and activities)
EngageNY Module 3a – Culminating Task (writing an opinion essay)
Learning Targets
(Standards) / Instructional Focus / Suggested Resources/Activities
Language (L) / L4.1d: Order Adjectives within sentences according to conventional patterns
L4.1e: Form and use prepositional phrases
L4.2c: Use a comma before a coordinating conjunction in a compound sentence
L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
L.4.4:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b:Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)
L.4.4c:Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). / * I can use adjectives correctly in writing
* I can use prepositional phrases correctly in writing
* I can use commas correctly in compound sentences
* I can express ideas using carefully chosen words
* I can use a variety of strategies to determine the meaning of words and phrases
a. I can use context to help me to determine what a word or phrase means.
b. I can use common affixes and roots as clues to help me determine what a word means (e.g., telegraph, photograph, autograph).
c. I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine the pronunciation and meaning of key words and phrases.
* I can accurately use fourth-grade academic vocabulary to expressmy ideas. / Interactive Grammar Notebook – IGN (grammar activities/ notes, graphic organizers, etc…)
*Daily grammar practice through Mountain Language
Brain Pop – adjectives, prepositional phrases, punctuation, run-on sentences
* Complete practice sets in Grammar textbook
* Create a treasure map using prepostions correctly
* Create an original menu using different types of adjectives to describe the food listed on the menu

Tentative Timeline:

Timeline / Activities/ Skills (To be completed using suggested novels and nonfiction texts)
Weeks 1-2 / Adjectives and Articles/Comparative and Superlative Adjectives
Model close read of two texts on same topic
Complete assessment task for persuasive writing
Week 3 / Adverbs
Drama and elements of poetry
Engage NY Module 3a Unit 1 (building background knowledge)
Week 4 / Comparative and Superlative Adverbs
Drama and elements of poetry
Engage NY Module 3a Unit 1 (building background knowledge)
Week 5 / Prepositions
Introduce point of view
Engage NY Module 3a Unit 2 (Scientific Research)
Week 6 / Prepositional Phrases
Organizational structure of persuasive text/point of view
Engage NY Module 3a Unit 2 (Scientific Research)
Week 7 / Conjunctions
Using reasons and evidence to support points in a text/making inferences
Engage NY Module 3a Unit 3 (Sharing Opinions)
Weeks 8-9 / Capitalization/Commas
Share culminating opinion essay
Engage NY Module 3a Unit 3 (Sharing Opinions)